Literatura infantil amazonense, identidades amazônicas e a formação leitora da criança

Abstract

This paper presents the results of research funded by the Institutional Scientific Initiation Scholarship Program (PIBIC), whose theme on Amazonian Children's Literature aims to investigate these collections in the reading spaces of Early Childhood Education schools in a municipality in the Lower Amazon region, which contribute to children's reading development and identity recognition. The stories and literary narratives of themes, authors, and content that refer to the Amazonian context highlight its richness, cultures, and multiple forms of knowledge. The academic and social relevance of the study is based on the significant absence of Amazonian children's literature in school reading spaces, as demonstrated by the studies and research of Vieira and Martins (2020), Dias (2016), Simões (2013), and Sicsú (2019), whose critiques, debates, and reflections are enlightening and relevant to this field of investigation. Under a qualitative approach, the research was carried out through fieldwork in Early Childhood Education schools with teachers of five-year-old children, using the following methodological instruments: participant observation, interviews, and literary circles. It is confirmed that Amazonian literary titles need to be known and (re)visited so that they may become literary content in the process of developing children's reading and writing at school.